UNIVERSITY OF MAINE AT FARMINGTON
COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
LESSON PLAN FORMAT
Teacher’s Name: Kasey Gilbert Date of Lesson: 2008
Grade Level: 9-12 Topic: Performance Task and Test
Objectives
Student will understand that the Holocaust effected many groups of people then as well as afterwards.
Student will know important events and people: Adolf Hitler, FDR, Kristallnacht, Nuremberg Laws, Himmler, Operation Barbarossa, Judenrat, Babi Yar, Wansee Conference, Dr. Mengele, D-Day, Key factual Information: causes for anti-Semitism and its rationale, descriptions of ghetto and camp life, types of intervention, global impact, Terminology: exclusion, expropriation, exile, extermination, ghetto, Gentile, concentration camp, anti-Semitism, Nazi, war crimes.
Students will be able to design a timeline of Holocaust events.
Make sense of primary documents from the Holocaust.
Use skills to create a journal or visual aid representing somebody living during the Holocaust.
b. Analyze and critique major enduring historical eras, major enduring themes, turning points, events, consequences, and people in the history of the United States and world and
the implications for the present and future.
Consider the impact of Nazi policies on European lives.
Reflect on the Holocaust to understand its lasting effects.
Maine Learning Results Alignment
Maine Learning Results: Social Studies- E. History
E1 Historical Knowledge, concepts, themes and patterns
Grade 9- Diploma "World War II and Postwar United States1939-1961
Students understand major eras, major enduring themes, and historic influences in United States and world history, including the roots of democratic philosophy, ideals and institutions in the world.
b. Analyze and critique major historical eras, major enduring themes, turning points, events, consequences, and people in the history of the United States and world and the implications for the present and future.
Rationale: This lesson adheres to the Maine Learning Results standard because students will be presenting a documentary based on a major historical era, major enduring theme, turning points, events, consequences and people in world history. Students will also be tested on this material.
Assessment Formative (Assessment for Learning)
This lesson gives the students a chance to show the instructor and their peers what they have learned throughout the unit. Students will present their documentary to the instructor for evaluation. Students will have the entire unit to work on this film. They will also take a unit test. Summative (Assessment of Learning)
Students will be able to revise and refine their work after they have gotten a lot of feedback from peers and the instructor. After taking the test students will be able to discuss the material to gauge how well they have done.
Integration
Language Arts- Students will be reading and writing
Math- Students will complete a timeline
Current Events- Students will be presenting for Ken Burns and the USHMM (who actively advocates against genocide in Darfur)
Groupings
The students will work as one large group at the beginning of the class to present their documentary. They will work alone while they take the unit test. After the test students will be able to work in pairs during a test review session to compare answers.
Differentiated Instruction
Strategies
Bodily-Kinesthetic/Linguistic: Students will be presenting a film.
Visual: The test will have pictures.
Logical/Spatial: The test will have diagrams.
Intrapersonal: The test will be taken alone. Students will have the choice to work with a partner during review.
Naturalistic: Review will be held outside (weather permitting).
Musical: Students may listen to a pre-approved playlist on their MP3 player if they so chose.
Modifications/Accommodations
( I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.) If a student is absent they are responsible for coming to see me to take the unit test. Their part of the documentary will have already been presented.
Extensions
Students of all levels will be challenged because they will be taking a test on what they have learned during the unit. They will also be presenting their original creations which will be created using iMovie.
Materials, Resources and Technology
Day 1: Day 2:
Overhead Tests
Laptop Pencils
White screen and speakers Overhead
Source for Lesson Plan and Research
This lesson was designed by me and the test was also designed by me
Maine Standards for Initial Teacher Certification and Rationale
Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.
Rationale: Students will be able to move around the classroom, work with other students, as well as on their own. Concepts, ideas, people and times are shown both digitally and on paper. Students will be able to ask questions of themselves, their peers and the instructor. They are also given opportunities to revise their work. All of the intelligences are incorporated into this lesson. This ensures that a majority of the students in the classroom will be able to contribute to discussions, and express their understanding in the way they feel most confident and comfortable with.
• Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
Rationale: Students will have prior knowledge of all the content involved in this lesson. They will apply all of their knowledge while taking a cumulative test over the Holocaust. They will also present their understandings of the ideas and concepts involved in the Holocaust via a documentary.
• Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
Rationale: Students will be taking a test that includes pictures, timelines, maps, fill in the blank and true and false questions. Seven of the eight intelligences were taken into consideration while creating this lesson. They will also be presenting a class made documentary made on iMovie.
• Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
Rationale: This lesson will include two formal assessments. Students will be evaluated on the content, accuracy and look of their documentary. The unit test they take will also be graded.
Teaching and Learning Sequence:
Day 1
Students will enter the room and find the day’s agenda on the board which will read as follows: Documentary, Test, Review. They will then have a few minutes to get their documentary up on the overhead for their presentation. During this time the instructor will be answering any last minute questions and will then assume the role of Ken Burns. Students will then present their documentary. Discussion will follow this. (80 Minutes) Hook, Evaluate, Experience, Tailor: Visual, Auditory, Interpersonal, Bodily-Kinesthetic
Day 2
Students will take the unit test. After the test the we will review the questions. (80 Minutes) Evaluate, Experience, What, Where, Why, Tailor: Visual, Intrapersonal
COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
LESSON PLAN FORMAT
Teacher’s Name: Kasey Gilbert Date of Lesson: 2008
Grade Level: 9-12 Topic: Performance Task and Test
Objectives
Student will understand that the Holocaust effected many groups of people then as well as afterwards.
Student will know important events and people: Adolf Hitler, FDR, Kristallnacht, Nuremberg Laws, Himmler, Operation Barbarossa, Judenrat, Babi Yar, Wansee Conference, Dr. Mengele, D-Day, Key factual Information: causes for anti-Semitism and its rationale, descriptions of ghetto and camp life, types of intervention, global impact, Terminology: exclusion, expropriation, exile, extermination, ghetto, Gentile, concentration camp, anti-Semitism, Nazi, war crimes.
Students will be able to design a timeline of Holocaust events.
Make sense of primary documents from the Holocaust.
Use skills to create a journal or visual aid representing somebody living during the Holocaust.
b. Analyze and critique major enduring historical eras, major enduring themes, turning points, events, consequences, and people in the history of the United States and world and
the implications for the present and future.
Consider the impact of Nazi policies on European lives.
Reflect on the Holocaust to understand its lasting effects.
Maine Learning Results Alignment
Maine Learning Results: Social Studies- E. History
E1 Historical Knowledge, concepts, themes and patterns
Grade 9- Diploma "World War II and Postwar United States1939-1961
Students understand major eras, major enduring themes, and historic influences in United States and world history, including the roots of democratic philosophy, ideals and institutions in the world.
b. Analyze and critique major historical eras, major enduring themes, turning points, events, consequences, and people in the history of the United States and world and the implications for the present and future.
Rationale: This lesson adheres to the Maine Learning Results standard because students will be presenting a documentary based on a major historical era, major enduring theme, turning points, events, consequences and people in world history. Students will also be tested on this material.
Assessment
Formative (Assessment for Learning)
This lesson gives the students a chance to show the instructor and their peers what they have learned throughout the unit. Students will present their documentary to the instructor for evaluation. Students will have the entire unit to work on this film. They will also take a unit test.
Summative (Assessment of Learning)
Students will be able to revise and refine their work after they have gotten a lot of feedback from peers and the instructor. After taking the test students will be able to discuss the material to gauge how well they have done.
Integration
Language Arts- Students will be reading and writing
Math- Students will complete a timeline
Current Events- Students will be presenting for Ken Burns and the USHMM (who actively advocates against genocide in Darfur)
Groupings
The students will work as one large group at the beginning of the class to present their documentary. They will work alone while they take the unit test. After the test students will be able to work in pairs during a test review session to compare answers.
Differentiated Instruction
Strategies
Bodily-Kinesthetic/Linguistic: Students will be presenting a film.
Visual: The test will have pictures.
Logical/Spatial: The test will have diagrams.
Intrapersonal: The test will be taken alone. Students will have the choice to work with a partner during review.
Naturalistic: Review will be held outside (weather permitting).
Musical: Students may listen to a pre-approved playlist on their MP3 player if they so chose.
Modifications/Accommodations
( I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.) If a student is absent they are responsible for coming to see me to take the unit test. Their part of the documentary will have already been presented.
Extensions
Students of all levels will be challenged because they will be taking a test on what they have learned during the unit. They will also be presenting their original creations which will be created using iMovie.
Materials, Resources and Technology
Day 1: Day 2:
Overhead Tests
Laptop Pencils
White screen and speakers Overhead
Source for Lesson Plan and Research
This lesson was designed by me and the test was also designed by me
Maine Standards for Initial Teacher Certification and Rationale
Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.
Rationale: Students will be able to move around the classroom, work with other students, as well as on their own. Concepts, ideas, people and times are shown both digitally and on paper. Students will be able to ask questions of themselves, their peers and the instructor. They are also given opportunities to revise their work. All of the intelligences are incorporated into this lesson. This ensures that a majority of the students in the classroom will be able to contribute to discussions, and express their understanding in the way they feel most confident and comfortable with.
• Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
Rationale: Students will have prior knowledge of all the content involved in this lesson. They will apply all of their knowledge while taking a cumulative test over the Holocaust. They will also present their understandings of the ideas and concepts involved in the Holocaust via a documentary.
• Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
Rationale: Students will be taking a test that includes pictures, timelines, maps, fill in the blank and true and false questions. Seven of the eight intelligences were taken into consideration while creating this lesson. They will also be presenting a class made documentary made on iMovie.
• Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
Rationale: This lesson will include two formal assessments. Students will be evaluated on the content, accuracy and look of their documentary. The unit test they take will also be graded.
Teaching and Learning Sequence:
Day 1
Students will enter the room and find the day’s agenda on the board which will read as follows: Documentary, Test, Review. They will then have a few minutes to get their documentary up on the overhead for their presentation. During this time the instructor will be answering any last minute questions and will then assume the role of Ken Burns. Students will then present their documentary. Discussion will follow this.
(80 Minutes) Hook, Evaluate, Experience, Tailor: Visual, Auditory, Interpersonal, Bodily-Kinesthetic
Day 2
Students will take the unit test. After the test the we will review the questions.
(80 Minutes) Evaluate, Experience, What, Where, Why, Tailor: Visual, Intrapersonal